This article studies the educational strategies adopted by university students from different class backgrounds in a Scandinavian welfare regime. Studies show distinct differences among classes relating to economic considerations, risk-averse behavior, and patterns of socialization among university students. We investigate these differences through qualitative interviews with 60 students from six programs. We ask how and to what extent Danish students' choice of program and their educational strategies, attitudes, and behaviors are class related. We find that strategies are class based, but Danish working-class students do not refer to their class cultural background or to a collective working-class identity as either an asset or a challenge. Furthermore, financial constraints are not perceived as affecting their choice of higher education.